Name: Individual, School, and National Factors Impacting Teachers’ Workplace Learning: Discourses of Informal Learning in North America and Lithuania (Routledge Research in Teacher Education) (en Inglés)
SKU: 55634306
Price: 4878.72 MXN
Availability: InStock
Author: Elena Jurasaite-O’Keefe
ISBN: 9780367418564

portada Individual, School, and National Factors Impacting Teachers’ Workplace Learning: Discourses of Informal Learning in North America and Lithuania (Routledge Research in Teacher Education) (en Inglés)

Individual, School, and National Factors Impacting Teachers’ Workplace Learning: Discourses of Informal Learning in North America and Lithuania (Routledge Research in Teacher Education) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Elena Jurasaite-O’Keefe

Idioma

Inglés

N° páginas

252

Encuadernación

Tapa Dura

ISBN13

9780367418564

N° edición

Individual, School, and National Factors Impacting Teachers’ Workplace Learning: Discourses of Informal Learning in North America and Lithuania (Routledge Research in Teacher Education) (en Inglés)

Elena Jurasaite-O’keefe (Autor) · Routledge · Tapa Dura

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Reseña del libro "Individual, School, and National Factors Impacting Teachers’ Workplace Learning: Discourses of Informal Learning in North America and Lithuania (Routledge Research in Teacher Education) (en Inglés)"

By drawing on observation and detailed discourse analysis from interviews with teachers in Lithuanian and North American schools, this text identifies individual, school-specific, and national factors which impact teachers' informal professional learning. Addressing multiple layers of teacher learning, this text illustrates how factors including socio-economic status, individual learning style, cultural attitudes to education, and political histories support or impede workplace learning. Drawing on three fields of research-teacher education, cultural anthropology, and comparative international-the book posits teacher learning as a multidimensional socio-cultural process. Finally combining a typology of informal learners with other policy-driven factors, the text indicates how practices at school, district, and national levels might stimulate workplace learning. Offering methodological innovations including unique research design and creative ways of using discourse analysis, this book will be of particular use to researchers and doctoral students in education, organizational and educational psychology, cultural anthropology, management, and beyond.